Table of Contents

2.2 Teamwork and Team Building .........................................................................

2.2.1 Overview of Teamwork ..............................................................................
2.2.2 Teamwork and Team Building Framework ..............................................
2.2.3 Importance of Teamwork and Team Building ..........................................
2.2.4 Successful teamwork and teamuilding
!"at is teamwork and teamuilding
Teamwork "as ecome a fre#uent topic of discussion amongst managers in recent times
due to t"e effect t"at it can "ave on organisational performance. $t t"e root of organisations are
people t"at will carr% out t"e work& t"us& it is important to recognise t"e effectiveness t"at
properl% formed teams can "ave. $ team is comprised of two or more memers wit" different
skill sets working towards a common organisational goal. T"ese memers will also e"ave
differentl% from eac" ot"er. Teamwork is t"e s%nergistic comination of t"ese various skill sets
and outlooks. Teamwork is also a vital part of decision'making as team memers often "ave to
reac" a decision toget"er. T"is also provides team memers wit" t"e opportunit% to improve
t"eir decision making skills. $ common tool t"at organisation teams toda% use is rainstorming
w"ere memers generate ideas and solutions to prolems. Ot"er e(ample of teamwork in
practice is t"e use of #ualit% circles w"ic" scrutinise t"e #ualit% of products or processes wit"in
t"e organisation.
Team uilding can refer to one of two definitions. Firstl%& it can refer to t"e formation of a
team t"roug" t"e process of recruiting& interviewing and selecting memers for t"e purpose of
accomplis"ing tasks. It can also refer to strategic selection of memers from an alread% e(isting
group. Secondl%& it can refer to t"e process of strengt"ening team co"esion and relations"ips
wit"in a team. Team'uilding activities also increase productivit% and efficienc% w"en e(ecuted
correctl%. Team'uilding e(ercises are one of t"e re#uirements of producing "ig"'performance
teams and managers s"ould proactivel% engage emplo%ees.
Teamwork is t"e conse#uence of effective teams working toget"er. Several factors
contriute towards t"e formation of effective teams suc" as good communication& diverse skill
sets& mutual respect& clear leaders"ip and a defined decision'making process. Optimall%& team
memers are aware of "ow t"eir contriutions fit into t"e igger plan and know w"at t"eir
responsiilities are. )ackman
Teamwork *ssentials
Teamwork is t"e result of a team effectivel% working toget"er. It relies on a range of vital factors for
success& including good communication skills& mutual respect& complementar% skill sets covering all
re#uired competencies& defined leaders"ip and defined decision'making procedures. $t t"eir est& work
teams function like well'oiled mac"ines& wit" eac" memer knowing e(actl% w"at s"e is responsile for
and "ow "er contriutions fit into t"e larger picture of t"e group+s productivit%. $ccording to ,ic"ard
)ackman& five factors must e present for successful teamwork to e(ist. Suc" as- True teams instead of
simple team names or titles& memers must e properl% motivated& t"eir actions must e supported %
management and "ave facilitating structure& t"e team must operate wit"in a supportive organisational
conte(t and t"e% must "ave e(pert teamwork coac"ing. )ackman also stresses t"e importance of
cooperation wit"in t"e teams as personal in"iitors suc" as selfis"ness and .ealousl% can lead to conflicts
and ineffectiveness. )ackman also suggests t"at teams wit" moderate talent can surpass superior talent
if t"ere is a "ig"'level of teamwork.
Importance of Teamwork and Team Building
In order to efficientl% and effectivel% complete tasks and pro.ects& "ig"'performance team work is an
important aspect. Teams often operate in a manner w"ere a team leader guides ot"er memers towards
t"e organisation+s goals. In addition& team leaders "ave t"e important task of increasing morale and
motivation in order to ma(imise cooperation and performance. T"e role of teams in organistions also "ave
practical applications. For instance& teamwork creates s%nerg% wit" limited amount of resources availale.
It also supports a more autonomous wa% of working % removing ureaucrac% and red tape w"ic" can
prevent innovation. Teamwork also supports flatter more fle(ile "ierarc"ical structures and encourages
multi'role .os t"at %pass organisational divides. T"ese factors result in greater adaptailit% and
responsiveness. In situations w"ere t"e customer is also part of t"e team& suc" as in t"e case of
consultanc%& eing part of a good team will e satisf%ing for t"e customer. Teamwork also promotes
e#ualit% and camaraderie amongst emplo%ees w"ic" results in etter morale and motivation. It "as also
een suggested t"at proper teamwork contriuted to "ig"er .o satisfaction.
Teamwork and Team Building Framework
$s t"e pro.ect manager for a newl% formed team& %ou will want to "elp t"em get to an effective and
"ig"'performing state as #uickl% as possile. /nderstanding t"e stages of group development can
"elp %ou uild a co"esive team t"at gets results.
One of t"e most influential models of teamwork t"eor% was developed in 1012 % Bruce Tuckman.
)is original model identified four stages t"at all groups pass t"roug" as t"e% move from 3newl%
formed3 to 3"ig"'performance3 teams. In 1044& "e revised t"e model to include a fift" stage. T"ose
stages are Forming, Storming, Norming, Performing& and Adjourning.
Forming
5uring t"e Forming stage& memers of t"e pro.ect team meet eac" ot"er and learn aout t"e tasks
t"e% will need to perform. Team memers will tr% to see "ow t"e% fit in wit" eac" ot"er and
understand w"at is e(pected of t"em.
5uring t"is stage& it is critical for t"e pro.ect manager to provide structure and direction for t"e team.
6learl% defining t"e pro.ect+s o.ectives and making sure eac" team memer understands t"eir role
and responsiilities will "elp %ou lead t"e team t"roug" t"is stage successfull%.
FEELINGS
5uring t"e Forming stage of team development& team memers are usuall% e(cited to e part of t"e team
and eager aout t"e work a"ead. 7emers often "ave "ig" positive e(pectations for t"e team
e(perience. $t t"e same time& t"e% ma% also feel some an(iet%& wondering "ow t"e% will fit in to t"e team
and if t"eir performance will measure up.
BEHAVIORS
Be"aviors oserved during t"e Forming stage ma% include lots of #uestions from team memers&
reflecting ot" t"eir e(citement aout t"e new team and t"e uncertaint% or an(iet% t"e% mig"t e feeling
aout t"eir place on t"e team.
TEAM TASKS
T"e principal work for t"e team during t"e Forming stage is to create a team wit" clear structure& goals&
direction and roles so t"at memers egin to uild trust. $ good orientation8kick'off process can "elp to
ground t"e memers in terms of t"e team+s mission and goals& and can estalis" team e(pectations
aout ot" t"e team+s product and& more importantl%& t"e team+s process. 5uring t"e Forming stage&
muc" of t"e team+s energ% is focused on defining t"e team so task accomplis"ment ma% e relativel% low.
Storming
T"e Storming stage is c"aracteri9ed % interpersonal issues suc" as conflict and polari9ation.
5uring t"is stage it is common for team memers to c"allenge eac" ot"er& including t"e pro.ect
manager: Team memers will also #uestion w"at t"e% are doing and "ow it is eing done.
$s t"e pro.ect manager& t"is will likel% e t"e most c"allenging time leading %our pro.ect.
/nderstanding t"at t"is t%pe of conflict is normal for an% team will "elp %ou pass t"roug" t"is stage
successfull%.
5uring t"is stage& some of t"e skills t"at will "elp %ou uild %our team are conflict management&
active listening& and relations"ip uilding. It is also important for %ou to e assertive& confident& and
positive during t"is stage& especiall% if some of t"e team memers are c"allenging %our leaders"ip.
FEELINGS
$s t"e team egins to move towards its goals& memers discover t"at t"e team can+t live up to all of t"eir
earl% e(citement and e(pectations. T"eir focus ma% s"ift from t"e tasks at "and to feelings of frustration
or anger wit" t"e team+s progress or process. 7emers ma% e(press concerns aout eing unale to
meet t"e team+s goals. 5uring t"e Storming stage& memers are tr%ing to see "ow t"e team will respond
to differences and "ow it will "andle conflict.
BEHAVIORS
Be"aviors during t"e Storming stage ma% e less polite t"an during t"e Forming stage& wit" frustration or
disagreements aout goals& e(pectations& roles and responsiilities eing openl% e(pressed. 7emers
ma% e(press frustration aout constraints t"at slow t"eir individual or t"e team+s progress; t"is frustration
mig"t e directed towards ot"er memers of t"e team& t"e team leaders"ip or t"e team+s sponsor. 5uring
t"e Storming stage& team memers ma% argue or ecome critical of t"e team+s original mission or goals.
TEAM TASKS
Team Tasks during t"e Storming stage of development call for t"e team to refocus on its goals& per"aps
reaking larger goals down into smaller& ac"ievale steps. T"e team ma% need to develop ot" task'
related skills and group process and conflict management skills. $ redefinition of t"e team+s goals& roles
and tasks can "elp team memers past t"e frustration or confusion t"e% e(perience during t"e Storming
stage
Norming
$s conflicts ecome less intense and t"e team memers egin to understand and accept eac" ot"er&
t"e team will graduall% move into t"eNorming stage. It is during t"is stage t"at %our team starts to
come toget"er and is ale to focus more effectivel% on t"e pro.ect tasks and o.ectives.
5uring t"is stage& %ou will want to focus on keeping ever%one moving in t"e rig"t direction.
6ommunication and constructive feedack will "elp %ou do t"is. <ou can continue %our team uilding
efforts % arranging social events wit" t"e team and making sure to give positive recognition to team
memers.
5uring t"e =orming stage of team development& team memers egin to resolve t"e discrepanc% t"e% felt
etween t"eir individual e(pectations and t"e realit% of t"e team+s e(perience. If t"e team is successful in
setting more fle(ile and inclusive norms and e(pectations& memers s"ould e(perience an increased
sense of comfort in e(pressing t"eir 3real3 ideas and feelings. Team memers feel an increasing
acceptance of ot"ers on t"e team& recogni9ing t"at t"e variet% of opinions and e(periences makes t"e
team stronger and its product ric"er. 6onstructive criticism is ot" possile and welcomed. 7emers start
to feel part of a team and can take pleasure from t"e increased group co"esion.
BEHAVIORS
Be"aviors during t"e =orming stage ma% include memers making a conscious effort to resolve prolems
and ac"ieve group "armon%. T"ere mig"t e more fre#uent and more meaningful communication among
team memers& and an increased willingness to s"are ideas or ask teammates for "elp. Team memers
refocus on estalis"ed team groundrules and practices and return t"eir focus to t"e team+s tasks. Teams
ma% egin to develop t"eir own language >nicknames? or inside .okes.
TEAM TASKS
5uring t"e =orming stage& memers s"ift t"eir energ% to t"e team+s goals and s"ow an increase in
productivit%& in ot" individual and collective work. T"e team ma% find t"at t"is is an appropriate time for
an evaluation of team processes and productivit%.
Performing
In t"e Performing stage& team memers are comfortale wit" eac" ot"er and group norms "ave
een accepted. Interpersonal and structural issues "ave een settled and support task performance.
Team s%nerg% is "ig" during t"is stage w"ic" results in "ig" performance.
=ow t"at t"e team is performing at a "ig" level& %ou will e ale to focus more of %our energ% on
leaders"ip activities and less on supervisor% activities. T"is level of s%nerg% amplifies t"e overall
effectiveness of %our pro.ect.
FEELINGS
In t"e @erforming stage of team development& memers feel satisfaction in t"e team+s progress. T"e%
s"are insig"ts into personal and group process and are aware of t"eir own >and eac" ot"er+s? strengt"s
and weaknesses. 7emers feel attac"ed to t"e team as somet"ing 3greater t"an t"e sum of its parts3 and
feel satisfaction in t"e team+s effectiveness. 7emers feel confident in t"eir individual ailities and t"ose
of t"eir teammates.
BEHAVIORS
Team memers are ale to prevent or solve prolems in t"e team+s process or in t"e team+s progress. $
3can do3 attitude is visile as are offers to assist one anot"er. ,oles on t"e team ma% "ave ecome more
fluid& wit" memers taking on various roles and responsiilities as needed. 5ifferences among memers
are appreciated and used to en"ance t"e team+s performance.
TEAM TASKS
In t"e @erforming stage& t"e team makes significant progress towards its goals. 6ommitment to t"e
team+s mission is "ig" and t"e competence of team memers is also "ig". Team memers s"ould
continue to deepen t"eir knowledge and skills& including working to continuousl% improving team
development. $ccomplis"ments in team process or progress are measured and celerated.
IS THE "PERFORMING" STAGE THE END OF THE PROCESS?
!"ile working on a "ig"'performing team ma% e a trul% pleasurale and growt"ful e(perience& it is not
t"e end of team development. T"ere is still a need for t"e team to focus on ot" process and product&
setting new goals as appropriate. 6"anges& suc" as memers coming or going or large'scale c"anges in
t"e e(ternal environment& can lead a team to c%cle ack to an earlier stage. If t"ese c"anges ' and t"eir
resulting e"aviors ' are recogni9ed and addressed directl%& teams ma% successfull% remain in t"e
@erforming stage indefinitel%.
Adjourning
$s t"e pro.ect comes to an end& t"e team moves into t"e Adjourning stage. $t t"is point& t"e team
"as ecome ver% close and man% of t"e team memers will feel a sense of loss. For t"is reason& t"is
stage is also known as t"e Mourning stage.
$s t"e pro.ect manager& it is important t"at %ou arrange for a celeration to recogni9e t"e team+s
accomplis"ments. T"is will close t"e pro.ect on a positive note. @lus& %ou never know w"en %ou will
work wit" some of t"ese same people on a future pro.ect %ou are leading. T"e%+ll rememer t"e
recognition and appreciation %ou s"owed t"em on t"is pro.ect.
FEELINGS
Team memers ma% feel a variet% of concerns aout t"e teamAs impending dissolution. T"e% ma% e
feeling some an(iet% ecause of uncertaint% aout t"eir individual role or future responsiilities. T"e% ma%
feel sadness or a sense of loss aout t"e c"anges coming to t"eir team relations"ips. $nd at t"e same
time& team memers ma% feel a sense of deep satisfaction at t"e accomplis"ments of t"e team. Individual
memers mig"t feel all of t"ese t"ings at t"e same time& or ma% c%cle t"roug" feelings of loss followed %
feelings of satisfaction. Biven t"ese conflicting feelings& individual and team morale ma% rise or fall
t"roug"out t"e ending stage. It is "ig"l% likel% t"at at an% given moment individuals on t"e team will e
e(periencing different emotions aout t"e team+s ending.
BEHAVIORS
5uring t"e *nding Stage& some team memers ma% ecome less focussed on t"e team+s tasks and t"eir
productivit% ma% drop. $lternativel%& some team memers ma% find focussing on t"e task at "and is an
effective response to t"eir sadness or sense of loss. T"eir task productivit% ma% increase.
TEAM TASKS
T"e team needs to acknowledge t"e upcoming transition and t"e variet% of wa%s t"at individuals and t"e
team ma% e feeling aout t"e teamAs impending dissolution. 5uring t"is stage& t"e team s"ould focus on
t"ree tasks-
1. 6ompletion of an% deliverales and closure on an% remaining team work
2. *valuation of t"e teamAs process and product& wit" a particular focus on identif%ing 3lessons
learned3 and passing t"ese on to t"e sponsor for future teams to use
3. 6reating a closing celeration t"at acknowledges t"e contriutions of individuals and t"e
accomplis"ments of t"e team and t"at formall% ends t"is particular team+s e(istence.
key success for successfu !e"#$ork %H"f " &"'e(
look at tale 1
"ttp-88www.deakin.edu.au8itl8assets8resources8pd8tl'modules8teac"ing'approac"8group'
assignments8case'studies8case'stud%'edit"'cowan'universit%.pdf
"ttp-88ncac.acec#a.gov.au8educator'resources8pcf'
articles8BuildingCSupportingCTeamworkC5ecemerD2EE1.pdf open and use t"is wesite for
more information
6onclusion
T"e initiative we descrie in t"is paper owes a significant portion of its success to t"e framework
t"at was developedand e(ecuted to select& support& and evaluate t"e pro.ect teams. Specificall%
t"e selection and assessment criteria provided p"ilosop"ical and structural guidelines to t"e
steering committee& t"e teams& and t"e pro.ect evaluators; t"e training and annual pro.ect
meetings provided opportunities for ac#uisition of knowledge& skill uilding& and collaoration.
T"e design of t"e pro.ect allowed for a continuous learning and feedack c%cle t"at
encouragedreflective t"inking and improvement in procedures and outcomes. Our conclusions
are t"us- 1? /pfront planning is crucial for a pro.ect of t"is magnitude. Time spent in developing
a framework and policies and procedures t"at flow from t"at framework gives a sustantial
return on investment; 2? T"e framework s"ould allow for fle(iilit% and continuous learning. Build
in wa%s in w"ic" participants can learn from eac" ot"er; 3? 6onsistenc% t"roug"out t"e pro.ect in
terms of w"at is e(pected of and from t"e teams and in t"e support offered to t"e teams will
facilitate successful completion of pro.ects.